Home away from home: a traditional pedagogy of morality at Matero boys’ secondary school in Matero township of Lusaka province, Zambia

Audrey Phiri Muyuni; Ireen Moonga; Victor Chikampa

Audrey Phiri Muyuni Mulungushi University, Department of Education
Ireen Moonga Mulungushi University, Department of Literature and Languages https://orcid.org/0009-0003-2655-8715
Victor Chikampa Mulungushi University, Department of Social Development Studies https://orcid.org/0000-0001-9971-6524

Keywords: Morality, Pedagogy, Education, Missionaries, Secondary education

Abstract

The article examines Zambia's journey towards educational development after gaining independence on 24 October 1964, highlighting the collaborative efforts of the government and missionary groups. Specifically, the researcher investigates the pedagogical practices utilized by the Marianist Brothers at Matero Boys' Secondary School to enhance learning activities. James Cox's (2010) theory of Phenomenology is employed to interpret the religious phenomenon through the lived experiences of participants at Matero Boys Secondary School. This qualitative study uses a follow-up case study design, to engage with participants who had relocated to other areas. Data was analysed using themes derived from the findings. The study's findings indicate that the Marianist Brothers provided education to boys from diverse social and religious backgrounds. Further, results reveal that the Brothers' pedagogical approach emphasized flexibility and instilled Christian values to foster standard behaviour, cultivating useful citizens of Zambia. After completing their education, these individuals served Zambia and the world, leading productive lives.